九年级英语：It must belong to Carla

初中英语新课程标准教材

英语教案( 2019 — 2020学年度第二学期 )

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英语教案 / 初中英语 / 九年级英语教案

编订：XX文讯教育机构

It must belong to Carla

教材简介:本教材主要用途为通过学习英语的内容，提高学生的语言技能，增加一项语言能力，有利于国际化的日常交流、生活、工作等，本教学设计资料适用于初中九年级英语科目, 学习后学生能得到全面的发展和提高。本内容是按照教材的内容进行的编写，可以放心修改调整或直接进行教学使用。

unit 5 it must belong to carla.教案示例（1）

ⅰ. analysis of the teaching material

1.status and function

the topic of this unit is a picnic, in this unit, students learn to make inferences.

such topic is helpful to activate students’ imagination and improve students’ability to deduce. either less or more advanced students will be active in the activities in class. so it’s useful to improve students’ spoken english and communicative competence.

(1) the first period mainly introduces the key vocabulary and the target language to students. through listening and oral practice, students have a brief understanding of how to make inferences.

(2)in the second period, students learn the exact meanings of the words must,

might, could and can’t.

meanwhile, students practice listening and writing the target language.

(3) when reading an article, students can’t help meeting with some new words. in the third period, students are asked to practise using the target language by talking about the new words, it’s helpful to arouse students’ learning interest and improve students’ listening and speaking skills.

(4) the fourth period gives students further listening and oral practice using the target language by talking about an alien is chasing a man.

in this class, students have a better understanding of the words must, might, could and can’t.

(5) in the fifth period, students learn more vocabulary words first, and then practice reading and writing the target language. all the activities are designed to improve students’ reading and writing skills.

(6)in the last period, students learn a lot of proverbs. proverbs are full of truth and advice. students will benefit a lot in this class.

2. teaching aims and demands

(1) knowledge objects

in this unit, students learn to make inferences using the words must, might, could and can’t.

(2) ability objects

to train students’ listening, speaking, reading and writing skills.

to train students’ ability to deduce.

(3) moral objects

when you are on a picnic, remember to bring litter back to keep our environment clean and tidy.

we’ll benefit a lot by learning proverbs.

3. teaching key points

to learn the key vocabulary words and the target language.

to learn to make inferences using the words must, might, could and can’t.

4. teaching difficult points

to train students’ listening, speaking, reading and writing skills.

to enable students to grasp the usage of must, might, could and can’t.

5. studying way

teach students how to make inferences using must, might, could and can’t.

ⅱ. language function

make inferences

ⅲ. target language

whose volleyball is this?

it must be carla’s. she loves volleyball.

it could be ted’s.

ⅳ. structure

must, might, could and can’t

ⅴ. vocabulary

picnic, chase, escape, belong to, toy car, plate’, mystery, appointment, worried, wake, neighbor, garbage

ⅵ. recycling

suit, land, volleyball, magazine, book, cd, bat, earring, t-shirt, ufo, whose, owner, exercise, dream, anxious

ⅶ. learning strategies

1. sequencing

2. deducing

ⅷ. teaching time

six periods

the first period

ⅰ. teaching aims and demands

1. knowledge objects

(1) key vocabulary

belong, belong to, plate, author, toy, picnic

(2)target language

whose book is this?

it must be mary’s. wanda wilbur is her favourite author.

2. ability objects

(1) train students’ listening skill.

(2) train students’ communicative competence using the target language.

3. moral objects

when you are on a picnic, remember to bring litter back to keep our environment clean and tidy.

ⅱ. teaching key points

1. key vocabulary

2. target language

ⅲ.teaching difficult points

1. listen for the target language

2. oral practice using the target language

ⅳ.teaching methods

1. scene teaching method

2. listening method

3. pairwork

ⅴ.teaching aids

1. blackboard drawings

2. a tape recorder

3. a projector

ⅵ.teaching procedures

step i revision

check homework. invite different students to say the answers to the exercises on pages 12～14 of the workbook.

step ⅱ 1a

this activity introduces the key vocabulary.

write the key vocabulary words on the blackboard.

belong v.

belong to

plate n.

author n.

toy n.

picnic n.

say the words one by one and have students repeat several times until they can read them fluently and accurately.

ask different students to explain in their own words the meanings of the words belong to, author and picnic.

belong means to be owned by somebody.

an author is a writer of a book or a play.

a picnic is a meal eaten out of doors.

then invite two students to draw a plate next to the word plate and a toy car next to toy.

focus attention on the picture. have students point to each item and say its name. call students attention to the chart with the headlines clothing. fun things and kitchen things at the top. invite different students to explain the meanings of the column heads.

say, please look at the picture and write the things you see in the correct columns in the chart. point out the sample answers. get students to complete the task on their own. as they work, move around the room checking their progress and answering any questions they may have.

show the correct answers on the screen by a projector.

clothing fun things kitchen

things

hat volleyball plate

jacket cd cups

t-shirt toy car

magazine

book

step ⅲ lb

this activity gives students practice in understanding the target language in spoken conversation.

call students’ attention to the chart. set a time limit of two minutes. students read the persons, the things and the reasons.

say, you will hear a conversation. as you listen, draw lines to connect the person in the first column with the thing in the second column. then draw another line to connect the thing in the second line with the reason in the third column.

point out the sample answer. say, the name carla in the first column connects

to volleyball in the second column because that’s the thing they are talking about. and the word volleyball in the second column connects with the sentence she loves volleyball in the third column.

play the recording the first time.

students only listen. play the recording again. this time students listen and match each person with a thing and a reason.

check the answers.

answers

jane’s little brother—toy car—he was the only little kid at the picnic.

mary—book—wanda wilbur is her favourite author.

carla—volleyball—she loves volleyball.

deng wen—magazine—he loves cats.

grace—cd—she always listens to classical music.

tapescript

girl 1:whose volleyball is this?

boy 1:it must be carla’s. she loves volleyball.

girl 1: how about this toy car?

girl 2: oh, that toy car must belong to jane’s little brother. he was the only little kid at the picnic. and the magazine must belong to deng wen. he loves cats.

boy 1: oh, and look, someone left a book.

girl 2: oh, yeah…this book must be mary’s. wanda wilbur is her favourite author.

girl 1: ok…and how about this cd?

girl 2: hmmmmm…the cd must belong to grace. she always listens to classical music.

step ⅳ 1c

this activity provides oral practice using the target language.

point to the picture in activity lb. invite pair of students to say the conversation in the speech bubbles.

sa: whose volleyball is this?

sb: it must be carla’s. she loves volleyball.

point out the conversation in the box. invite another pair of students to say it to the class.

sa : whose book is this?

sb: it must be mary’s. wanda wilbur is her favourite author.

write the conversation on the blackboard.

point out the chart in activity 1b. say.

now work with a partner. start by reading the conversations in the picture and in the box: then make conversations using the information in the chart in activity 1b. talk about who each thing might belong to and give a reason. get students to practice in pairs. as they work, move around the classroom listening in on various pairs and offering help with language and pronunciation as needed.

after all the students have had an opportunity to ask and answer questions, stop the activity. get different pairs of students to say their conversations to the class.

step ⅴ summary

say, in this class, we’ve learned the key vocabulary words belong to, plate, author, toy and picnic and done much listening and oral practice using the target language.

step ⅵ homework

(1) say and remember the spelling of the vocabulary words.

(2)say the conversations in activity 1c to get a further understanding of the target language.

step ⅶ blackboard design

unit 5 it must belong to carla.

section a

the first period

1. key vocabulary:

belong v.

belong to

plate n.

author n.

toy n.

picnic n.2. target language:

whose book is this?

it must be mary’s.

wanda wilbur

is her favourite author.

unit 5 it must belong to carla教案示例（2）

ⅰ. teaching aims and demands

1. knowledge objects

(1) key vocabulary

band, hair band

(2)target language

whose notebook is this?

it must be ning’s. it has her name on it.

whose french book is this?

it could be ali’s. she studies french.

whose guitar is this?

it might belong to alice. she plays the guitar. whose t-shirt is this?

it can’t be john’s. it’s much too small for him.

2. ability objects

(1) train students’ listening skill.

(2) train students’ writing skill.

(3) train students’ ability to deduce.

3. moral object

use your mind, then make inferences correctly.

ⅱ. teaching key points

1. listening and writing practice using the target language.

2. make inferences using the target language.

ⅲ. teaching difficult point

make inferences using the target language.

ⅳ. teaching methods

1. practice method

2. a game

ⅴ. teaching aids

1. a tape recorder

2. real objects

ⅵ. teaching procedures

step i revision

revise the conversations in lb. get different pairs of students to talk about who each thing might belong to and give a reason.

step ⅱ 2a

this activity provides listening practice using the target language. using a hair band, teach students to practice the words hair band, point to the numbered list with blank lines after each number.

say. bob and anna found a backpack in front of their school. listen and write down the things in the backpack. point out the sample answer.

play the recording the first time.

students only listen. play the recording a second time. students write the correct words in each blank.

check the answers.

answers

1. t-shirt

2. hair band

3. tennis balls

tapescript

bob: oh, look! whose backpack do you think this is?

anna: i don’t know. look, here’s a school t-shirt.

bob: well then, the person must go to our school. oh! here is a hair band, so the person can’t be a boy.

anna: it could be kumi’s hair band. she has long hair.

bob: or the hair band might belong to linda. she was at the picnic, wasn’t she?

anna: yes, she was. but then the backpack could belong to rita. she’s always forgetting things.

bob: oh, look! tennis balls.

anna: then it must be linda’s backpack.

she has long hair and she’s on the tennis team.

bob: you’re right!

step ⅲ 2b

this activity provides listening and writing practice using the target language.

call students’ attention to the chart. point to the numbered list of sentences which contain a blank. read the sentences to the class saying blank when coming to a write-on line.

say, you are to hear the same recording again. this time please fill in the blanks in these sentences using the words must, might, could or can’t. point out the sample answer.

play the recording. students listen and fill in the blanks.

check the answers.

answers

1. the person must go to our school.

2. the person can’t be a boy.

3. it could be mei’s hair band.

4. the hair band might belong to linda.

5. it must be linda’s backpack.

point to the box that contains the explanations of how to use the words must,

might, could and can’t. read the explanations to the class.

use "must" to show that you think something is probably true.

use "might" or "could" to show that you think something is possibly true.

use "can’t" to show that you are almost sure something is not true. and then have different students explain in his/her own words what each word means. encourage students to make their own sentences using these words. for example, for the word must, a student might say, the english magazine must be li lei’s. he likes reading english magazines very much.

step ⅵ 2c

this activity provides writing practice using vocabulary introduced in the unit.

read the instructions to the class. point to the list of sentences that contain a blank. say, please fill in the blanks with the words from this unit. some answers will vary. elicit the first answer from the class (the notebook must/might be ming’s. it was on her desk).

get students to complete the task on their own. as students work, move around the classroom answering any questions they may have and offering help as needed.

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